Fluency; Freebies; Language; Organization; Pragmatics; Newsletter Sign Up; SMART Goal Bank: Elementary. IEP Tool Box. Given a communication partner, STUDENT will spontaneously make a request or greet a peer or teacher using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Iep.goal.bank. Given a group activity, STUDENT will discuss what goal needs to be achieved with the group, decided HIS/HER role is going to be, accept help or feedback from peers, follow rules, share materials, and give praise to others, for the activity with 80% accuracy in 4 out of 5 opportunities. Given an object or picture, STUDENT will use 2 words to show agent action (e.g., “dog jump”) with 80% accuracy in 4 out of 5 opportunities. Given feedback regarding HIS/HER behavior, STUDENT will modify their behavior based on the feedback with 80% accuracy in 4 out of 5 opportunities. Given a reading passage, STUDENT will use the cancellation method to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of labial assimilation  (i.e., using labial /p, b, m,w/ for non-labial “peb” for “pen”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given actions from others, STUDENT will modify their own behavior based on the actions of others with 80% accuracy in 4 out of 5 opportunities. Given a reading task, STUDENT will identify and interpret the meaning of idioms, metaphors, similes, or proverbs with 80% accuracy in 4 out of 5 opportunities. Client will monitor struggle behaviors with 75%-80% accuracy. Given an object or picture, STUDENT will use 2 words to indicate recurrence of an object (e.g., “more cracker”) with 80% accuracy in 4 out of 5 opportunities. Given a social interaction, STUDENT will identify HIS/HER emotion and why HE/SHE is feeling that way with 80% accuracy in 4 out of 5 opportunities. Given a picture or object, STUDENT will identify the attributes (hot/cold, big/little, soft/hard) of the picture or object using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Given an opportunity to tell past events, STUDENT will use simple complete grammatically correct sentence to tell about past events with 80% accuracy in 4 out of 5 opportunities. Given two object pictures, STUDENT will compare likeness(es) and difference(s) with 80% accuracy in 4 out of 5 opportunities. Given 10 pictures, STUDENT will match opposite pictures in pairs (i.e., happy/sad, up/down) with 80% accuracy in 4 out of 5 opportunities. Given a group of pictures, STUDENT will identify the category of the pictures using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Making your life easier one speech therapy material, resource, or how-to video at a time. Given 3 objects or pictures at a time, STUDENT will select and hand clinician the requested object or picture with 80% accuracy in 4 out of 5 opportunities. Given 15 sentences with “bumpy” or “smooth” speech, STUDENT will identify if the clinician’s speech is “bumpy” or “smooth” with 80% accuracy in 4 out of 5 opportunities. Given an object or picture, STUDENT will use 2-3 word utterances to describe the object or picture with 80% accuracy in 4 out of 5 opportunities. Given an object or picture and a phrase to achieve a desired end (e.g., “shoe on”, “go home”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities. Given visual cues (e.g., sequencing cards) and a story, STUDENT will sequence the story including problem and solution with 80% accuracy in 4 out of 5 opportunities. easy onset, light articulatory contacts, reduced rate)... to maintain fluency to (90%) accuracy for at least (4) sentences, provided with no more than (2) visual cues (e.g. Given a phrase or sentence that includes plurals (e.g., s, es) and irregular plural nouns, STUDENT will answer “yes or no” if the phrase or sentence uses the plurals accurately with 80% accuracy in 4 out of 5 opportunities. Given a spoken word while reading, STUDENT will demonstrate one-to-one correspondence in reading up to five words in a sentence by pointing to each word as it is read aloud, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR. The Goal Bank has been designed to allow users to locate specific goals as used in the eSIS SPED Full software. Given written directions, STUDENT will read the instructions, follow each instruction in order, and ask for help if needed with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will say a complete sentence using future tenses (i.e., “The boy will go to school”) with 80% accuracy in 4 out of 5 opportunities. using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Given an idiom with a visual cue, STUDENT will accurately describe the meaning of the idiom with 80% accuracy in 4 out of 5 opportunities. with minimal prompting with 80% accuracy in 4 out of 5 opportunities. Given a story, activity, or classroom discussion, STUDENT will answer WH questions (i.e., who, what, when, where, why, how) with 80% accuracy in 4 out of 5 opportunities. Given a need and a verbal prompt, STUDENT will sign a basic “need” sign, such as (help, more, done, want, need etc.) Given 20 sentences, STUDENT will use the slow rate technique to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities. Reading Fluency & Goal Setting: Teach your students how to set appropriate goals and track their reading fluency progress throughout the year! This page may contain affiliate links. Select a Domain. Given a story with highlighted words, STUDENT will provide a synonym/antonym for each highlighted word with 80% accuracy in 4 out of 5 opportunities. Given 10 modeled sentences, STUDENT will use the easy onset technique to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. Given a small group discussion, STUDENT will identify expected and unexpected behaviors for a conversation (e.g., topic maintenance, topic changes, asking questions, on-topic comments, unrelated comments, appropriate interruptions, long talking turns, not responding, initiating conversations, etc.) Given multi-step directions, STUDENT will follow 2-step, 3-step, and 4-step directions of increasing length and complexity with 80% accuracy in 4 out of 5 opportunities. Given a need, STUDENT will sign a basic “need” sign, such as (help, more, done, want, need etc.) Given a conversational partner, STUDENT will describe the conversational partner’s emotional responses of HIM/HER when HE/SHE uses expected and unexpected behaviors during a conversation with 80% accuracy in 4 out of 5 opportunities. I’ve got you covered for your weeks forth of, Are you looking for winter speech therapy activities? From there, locate the specific strand and click to locate the Individual Goals. Given a compliment, STUDENT will look at the person, use a kind voice to thank the person (i.e., “Thank you, it’s my favorite shirt.”) with 80% accuracy in 4 out of 5 opportunities. Given a communication partner, STUDENT will track the eye gaze of others and predict what they are thinking and will modify their behavior based on what others are looking at with 80% accuracy in 4 out of 5 opportunities. Given an opportunity to ask a question/comment/describe, STUDENT will include all necessary words in a sentence to ask a question/comment/describe with 80% accuracy in 4 out of 5 opportunities. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Given a social scenario, STUDENT will make a prediction or inference about the scenario and identify at least one visual cue that contributed to HIS/HER inference with 80% accuracy in 4 out of 5 opportunities. Given a small group discussion, STUDENT will use conversation maintenance strategies (i.e., making comments, take turns, ask questions, etc.) Given an object, picture, or word, STUDENT will identify synonyms with 80% accuracy in 4 out of 5 opportunities. Given others’ behaviors, STUDENT will identify HIS/HER thoughts about others’ behaviors with 80% accuracy in 4 out of 5 opportunities. Given 20 words, STUDENT will use the easy onset technique to minimize disfluencies at the word level with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will say a complete sentence using irregular past tense (i.e., “ran”, “drove”, “drank”) with 80% accuracy in 4 out of 5 opportunities. Given a picture or story, STUDENT will use nouns to answer WHO or WHAT questions with 80% accuracy in 4 out of 5 opportunities. IEP goals should reflect state academic standards, and they should be SMART and strengths-based. Download reading fluency iep goal bank document. Given a visual or social situation, STUDENT will label the other person’s feelings and/or emotions based on their facial expressions and body language with 80% accuracy in 4 out of 5 opportunities. Initial goal areas for fluency therapy may include: decreasing frequency of disfluencies in speech increasing client confidence in speaking abilities decreasing noticeable accessory behaviors finding compensatory strategies to lessen anxiety about disfluencies Different treatment methods for fluency may be: Singing Choral reading Whispering Speaking to younger children Speaking under a … Given 10 common words, STUDENT will verbally name the word in a phrase or sentence with 80% accuracy in 4 out of 5 opportunities. Given a story or activity, STUDENT will sequence the story or activity that includes # parts with 80% accuracy in 4 out of 5 opportunities. Given a story read aloud, STUDENT will select the picture that tells HOW with 80% accuracy in 4 out of 5 opportunities. Given 3 to 5 pictures, STUDENT will identify the category items by pointing/grouping pictures into categories with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will demonstrate comprehension of a variety of verbal and nonverbal social cues (e.g., eye rolls, checking watches, reduced eye contact, overt statements, etc.) Given 20 words or pictures and a verbal prompt or model, STUDENT will articulate the sound(s) of / / in all positions of words at the phrase level with 80% accuracy in 4 out of 5 opportunities. Given 10 modeled sentences, STUDENT will use the cancellation method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. For 4th grade and up, I am adding a new aspect of my goal banks. Given two spoken words, STUDENT will compare likeness(es) and difference(s) with 80% accuracy in 4 out of 5 opportunities. Given an object or picture, STUDENT will use 2 words to call attention to an object (e.g., “this ball”, “my shoe”) with 80% accuracy in 4 out of 5 opportunities. I have a large IEP Goal Bank that lists and links out to literally thousands of IEP goals. During the reading fluency activity teachers can model the correct reading rate, intonation and expression. Given a picture or object, STUDENT will select matching word using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. with 80% accuracy in 4 out of 5 opportunities. Given a phrase or sentence that includes past progressive verb tense (e.g., “The man was running”, “The girls were waving”), STUDENT will answer “yes or no” if the phrase or sentence uses the verb tense accurately with 80% accuracy in 4 out of 5 opportunities. Given a communication partner, STUDENT will use eye gaze to direct the communication partner’s attention with 80% accuracy in 4 out of 5 opportunities. Given a conversational partner, STUDENT will maintain a topic for at least 3 conversational turns (e.g., ask partner-focused questions, make comments, etc) with 80% accuracy in 4 out of 5 opportunities. Given a phrase or sentence that includes regular past tense (e.g., “The dog jumped”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense accurately with 80% accuracy in 4 out of 5 opportunities. Given different conversational partners (e.g., peer, teacher, authority figure, etc. Given 3 items in a category and 3 categories to choose from, STUDENT will correctly sort objects/pictures into the appropriate category with 80% accuracy in 4 out of 5 opportunities. Goal 1: Given a 2nd grade level story, Student will be able to determine what happened first and last. Given 15 sentences with random disfluencies, STUDENT will identify the disfluencies in the clinician’s speech with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will say a complete sentence using subject pronouns (i.e., “I”, “he”, “she”, “you”, “we”, “they”) with 80% accuracy in 4 out of 5 opportunities. I use the fluency part of Foundational Skills Standards to write my reading level goals. Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of alveolar assimilation  (i.e., using alveolar /t, d, n, l, s, z/ for non-alveolar “tot” for “toss”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will say a complete sentence using regular past tense (i.e., “The boy waited for the bus.”) with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce age-appropriate consonants in the initial position of words to reduce initial consonant deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given 10 objects or pictures and a verbal description of a word, STUDENT will select the correct object or picture to match the given verbal description with 80% accuracy in 4 out of 5 opportunities. I will write the goal for less if they … {"cookieName":"wBounce","isAggressive":false,"isSitewide":true,"hesitation":"","openAnimation":false,"exitAnimation":false,"timer":"","sensitivity":"","cookieExpire":"","cookieDomain":"","autoFire":"","isAnalyticsEnabled":false}, Raise your hand if 2020 looked anything like the p, Wanna know the truth about being an SLP blogger wi. Given a picture or object to describe, STUDENT will produce all syllables in two-syllable and 3-syllable words to reduce weak syllable deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. ), STUDENT will match symbols to actual objects with 80% accuracy in 4 out of 5 opportunities. Download reading fluency iep goal bank document. Given a community sign, STUDENT will identify the community sign (i.e. IEP Goals and Objectives Bank (Redmond, Oregon) Page 2 of 177. Given a 2 minute tape-recording of HIS/HER reading or conversational speech with random disfluencies, STUDENT will identify the disfluencies in HIS/HER speech with 80% accuracy in 4 out of 5 opportunities. As with goals in any content area, growth in the area of written expression needs to be determined first by establishing a baseline. Given a picture or object to describe, STUDENT will produce the palatal sounds  in words (sh, zh) to reduce the process of depalatalization (i.e., using non-palatal for palatal “fit”  for “fish”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a conversation, STUDENT will ask 1 or 2 follow-up questions to ensure the conversation is two-sided with 80% accuracy in 4 out of 5 opportunities. Given 3 to 5 objects or pictures and a verbal preposition, STUDENT will point to the correct object or picture with 80% accuracy in 4 out of 5 opportunities. Given 20 sounds, STUDENT will independently articulate the sound(s) of / / at the isolation level with 80% accuracy in 4 out of 5 opportunities. Given a want or request, STUDENT will pair vocalizations with gestures when indicating a want or requesting an object with 80% accuracy in 4 out of 5 opportunities. Given a small group or classroom discussion, STUDENT will demonstrate active listening skills (track the speaker with their eyes, keep mouth and body still and quiet, nodding head to show listening, ask questions and/or make comments, etc.) Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of velar assimilation  (i.e., using velar /k, g, ng/ for non-velar “kug” for “cup”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given an opportunity to borrow something, STUDENT will make a polite request to borrow an item or material, accept “no” as an answer, and if the other person agrees promptly return the materials in the same condition with 80% accuracy in 4 out of 5 opportunities. Given an activity, picture, or story, STUDENT will form grammatically correct simple sentences with 80% accuracy in 4 out of 5 opportunities. If you don't see any interesting for you, use our search form on bottom ↓ . Given a rhyming word, STUDENT will produce two or more words that rhyme with the given word with 80% accuracy in 4 out of 5 opportunities. Given 3 to 5 items in a category (e.g., dog, cat, fish, etc. ), function, or number with 80% accuracy in 4 out of 5 opportunities. Given a task, STUDENT will listen carefully, gather materials, and begin working quietly with 80% accuracy in 4 out of 5 opportunities. Given an object or picture and a phrase that uses agent action form (e.g., “boy jump”, “girl eat”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities. Given 5 identified words in sentences, STUDENT will provide a synonym/antonym with 80% accuracy in 4 out of 5 opportunities. with 80% accuracy in 4 out of 5 opportunities. Given a group of objects, STUDENT will count the objects and select the appropriate number of objects (1-10) using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Given a category, STUDENT will correctly sort objects/pictures in that category with 80% accuracy in 4 out of 5 opportunities. Goal writing can be tricky sometimes, especially when we are trying to figure just how we want to tackle a skill deficit. Given a writing or speaking task, STUDENT will use article/number agreement (i.g., an apple/the boys) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities. Given social interactions, STUDENT will maintain appropriate personal space and maintain safe hands and body with 80% accuracy in 4 out of 5 opportunities. Given a writing or speaking task, STUDENT will use future-tense verbs (i.g., will drive, will stop, will park) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities. “no”, “I don’t want”, “I don’t like”, etc.) Given 20 sentences, STUDENT will use the light articulatory contact technique to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities. Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the sentence level with 80% accuracy in 4 out of 5 opportunities. Welcome to my goal bank! with 80% accuracy in 4 out of 5 opportunities. Given a problem and problem solving graphic organizer, STUDENT will identify 3 solutions, the 3 consequences of those solutions, then determine the best solution, and explain why that is the best solution with 80% accuracy in 4 out of 5 opportunities. Given a toy or object and asked to share, STUDENT will share the toy or object with a peer or adult with 80% accuracy in 4 out of 5 opportunities. Given verbal or written directions to change to another activity, STUDENT will change to the new activity within 1 minute of receiving the instructions with 80% accuracy in 4 out of 5 opportunities. by adjusting HIS/HER behavior based on these social cues with 80% accuracy in 4 out of 5 opportunities. Given a reading passage, STUDENT will independently retell the story by articulating the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. Client will use no more than (insert number based on baseline data) struggle behaviors (eye blinks, lip tension, etc.) Given 10 common verbs, STUDENT will identify the correct verb by pointing to the appropriate picture with 80% accuracy in 4 out of 5 opportunities. Given a functional symbol (cooking, community, safety, etc. Pin Me! 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